America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Good evening everybody. Okay,
so this meeting is being livereamed by CHS for tele media and it's posted to the CPS website for interested community members to access and watch and input person public participation is allowed in accordance with our chumps uh school
committee public participation policy. If you want to speak, you need to make your request in writing. Um, received no later than 12:00 p.m. by the superintendent on the day of the meeting. Uh, and also if you do written
comments to us, they will be read, but they have to follow the same rule. And um, they will be read during the second public comment session. Okay. So, welcome everybody. Glad to have everybody here. Everybody's looking good, even if you attended the the um
town meeting last night uh and left at 11 something PM. Um our s first order of business is to approve the minutes from the meeting of April 14th. >> Could I have a motion? >> I'll make a motion to approve the minutes of the regular school committee
meeting of April 14th, 2026. >> Thank you. Could I have a second? >> Second. >> Okay. Um, and Susan >> I >> I >> I didn't ask for comments. I forgot. Uh, John, >> I I >> Okay, me is I did. You had no comments
or anything? I'm sorry. I did read the minutes and they looked okay to me. Everybody else was okay. >> Good. >> All right. I'm getting the hang of this. Um, and and I give Dennis a tremendous amount of credit. Our CHS representatives are here. How are you
guys? >> I'm good. How are you? Good. Can't wait to hear what went on. >> Some good stuff happened. So over over the break, Chumps DECA members and right now being their last day um participated in the international stage at Atlanta.
So they had to go through a lot to get there through um town level, state level, and now they're at the international stage going against people from all over the world. >> Um so just congratulations to them for getting there. and the CHS marching
band. Um this um this past vacation uh they were in the Main Street parade at Disney World. They were they participated in it. If you didn't know, that's like the big one that goes right by the castle. So, they were super happy to go. I've heard all great things from
it. and AP tests are coming up with the first week being from May 4th to the 8th and the second week being May 11th to the 15th along with this math MCCAST is coming up on May 19th and the 20th. >> And a few events coming up. The theater
guild is putting on their spring cabaret show this uh Friday and Saturday at 7 o'clock. And as we approach teacher appreciation week, starting May 4th, student council is now collecting student thank you cards for our teachers. Okay. >> And our masquerade theme, Catillian, is
on May 9th. We've sold 150 tickets so far, and the last day to purchase those tickets is on May 8th. And then finally, we want to uh congratulate a fantastic achievement for our volleyball program. cousins Riddy Sack and Kyra Ward, both juniors at CHS, were recently featured
in the Boston Boston Globe for their 37 match uh win streak in the regular season. >> And another congratulations to senior CA Katherine Craig who was recently featured in the Little Sun for committing division one lacrosse at Sienna University.
>> This is great. Wow. A lot of good news. >> Oh yeah. >> So masquerade themed. Does that mean people are going to wear those masquerade? >> Oh yeah. >> Shakespeare. >> Yeah. We're selling um at lunch we're selling tickets and with those tickets we have the masks to get with that. So everyone's grabbing their masks.
>> Oh, sounds like inventive and great ideas. >> All right. Any other good news? >> I have a good heard. Well, welcome back everybody from vacation. Good to see everybody back in the buildings. Um so happy to share that the Chumpser Public Schools has once again been recognized for best community for music education
by the NAM Foundation. Um this is the 14th consecutive year for Chsford winning this award. This is a recognition that highlights the ongoing commitment of our teachers, staff, students, families, and leadership to ensure that there's high quality m music education in our district.
>> Wonderful. Yay. Okay. Anybody else? Good news. >> It just mentioned town meeting last night. Um school budget was approved almost unanimously again as well as the capital budget which has several school projects. So, thank you to all the town meeting reps for showing your support for the schools.
>> Yes. and to all our wonderful taxpayers including us uh for making sure that we are able to uh fulfill the mission of our system which is great and teach these incredible people. Okay. And uh
nothing for public input today. >> No, we don't have anyone this evening. >> All right. Terrific. So for new business, we have got the Parker Middle School status update. And I just want to make a comment on this. um this particular point. We're going to do this
every meeting >> and although Dennis may not have a report from a meeting of the committee, it gives us an opportunity to ask questions, think about anything that we want to bring up regarding the project
and just continuously keeping folks informed of what's going on throughout the year on the Parker Middle School because new Parker Middle School because it's a really important thing for us. So we thought that we should have a running item on the agenda. Okay. So we can ask anything
>> I can give you an little update. So after we met um two days later the uh the building committee met and we reviewed everyone's rankings. So we had we were down to the seven choices. Everybody ranked the seven choices in all the different areas and the um far and away the the choice that everybody
uh seemed to favor was the same when we did the new Parker Middle School four to sixth grade configurations. So, um, it was decided that that was what we're going to put forth to, um, MSBA. Um, so we voted to authorize left field MS AI3
to submit the PSR, the preliminary schematic report to the MSBA for that option. And final piece of that puzzle is what we just did. Okay, we needed to get our minutes from tonight's our last meeting approved so we could put that as part of the packet. And so that will be
submitted tomorrow to MSBA. And then is it the 14th or the 21st of May? Forget what's the date. >> There's two options. I'm not sure which one we're going to get scheduled for. >> Oh, that's great. >> It's the uh 13th or 20th. >> 30th 20th. MSBA will then have us in and
let us know. Thumbs up hopefully. Um, and then from there we would enter the schematic design phase and then really start to work on that particular project and really get down to the nitty-gritty details on designing the building and all the different educational components of that. Hopefully all that um will take
place over the summer and into the fall and then hopefully by the fall we'll have a plan that we can present to town meeting um to hopefully get approved for a debt exclusion vote which >> Can you just clarify is it it's the fall town meeting that would be the vote >> to vote for town meeting to approve a
debt exclusion vote for the whole town which would be in February. >> It would be after the first of the year. So it would be probably in the late January February time frame. We'll have an update for town meeting in the fall, the regular one, because we'll have the schematic design, we'll have the cost estimates, but we won't actually have
the um townwide vote um for town meeting to be able to get on the ballot until um right after the first of the year, January February. >> But it's town meeting that will vote in the fall town meeting to then send it to townwide vote. Is that correct? Correct. I believe no, it's it's the special town
meeting in January or February. >> Oh, there's going to be a special town. It's a special time meeting because we won't have the MSBA approval until December. Okay. >> So, right now we're slated to go to the MSBA board meeting in December for the final approval and then you have, I believe, a 60-day window to do your local votes. So, we would then go to
town meeting to give you authorization to hold a townwide debt exclusion vote. So, those would all happen in January, February March. >> And when will we get some pretty accurate cost estimates? >> So, right. Oh, do you want me to do this? >> Yeah, you got you do. So right now um we
have decent uh cost estimates based on just preliminary design but between now and October is when we really hone in on the grade four to five uh 456 at Parker at the site. Um they'll go into full schematic design. Um they'll do full
cost estimates renderings of what it would actually look like. They're going to start talking about materials, things like that. So by um I want to say around October 15th, like the middle of October, we'll actually have the schematic design. um the renderings in the actual cost that gets approved by
the MSBA in December. >> Yeah, they have to approve it in December and then it would go to the special town meeting and then the warrant article in the winter. >> So we'll everything will really be firmed up between now and October. >> Oh, >> and will we will it at some point be talking about what kind of process has
to happen to kind of inform the public and bring the public on board about a debt exclusion, right? that we're have to have that discussion >> once we get the MSBA's thumbs up. We're tenatively scheduled for another public forum on June 11th. >> Yeah.
>> Where we can start to really kind of >> pitch the project to get people involved and Yeah. >> Yeah. community outreach piece, the education piece will really um so the two dates Dennis mentioned in May the 13th to the 20th, we're going to be scheduled for one of those two days to
go before the designer selection panel basically to u have them give us their recommendation for approval to the full board. We then go forward in June to the full MSBA board where they'll say yes, we agree with you the new four to six options the way to go. You're blessed to
go into schematic design. So when we have their blessing in June, we'll do the final before everyone leaves for the summer, we'll do the final public report out so that everyone then knows exactly what we're talking about. And we will take June, July, and August to really kind of gear up and get ready for the public education piece that'll happen
when the new school year starts in September. And really September to December is going to be very um action-packed and informative to get the um community up to speed just on the project, on the process because this doesn't happen often. So we're going to have a big education piece. >> Yeah. not that far away.
>> You know, we're gonna need the public's help, too. You know, so if anybody's listening, >> that's what I'm saying. We're gonna want people from the public to really help us push >> advocate. Yeah. Get the messaging out there, particularly, you know, younger parents whose kids are going to benefit from these schools, but everybody really going to benefit from the school. So,
>> absolutely. So, coming up, it's coming up quickly. >> It is. >> You know, we've been talking about this for years. This is finally going to be happening. And um I think especially when we go to our PTO's and so on, we need to make sure that we're mentioning
these dates. So Dennis, I think this is going to be a very valuable part of every meeting. Uh I learned a lot tonight already. So thank you. Anybody else? Any other questions, thoughts for Dennis? And for >> We're good. >> Yep.
>> All right. Um now, uh our second item brings us to the famous Christine Clancy. >> Hello. >> Who is going to talk about the FY2026 school facility work order summary and we welcome her back.
>> Thank you. Thank you for having me back. And um this year is going by so quickly that I'm here to report both quarters two and quarter three. >> Wow. >> Okay. So um and as you know we have transitioned into asset essentials. It's a new work order database. Um and with
that new database I think it's um has streamlined some of the the processes with entering work orders and completing work orders. Um being able to access them on mobile phones. Um in in terms of some of the statistics that we're we're tracking, we're still I guess new at that and so we're trying to see what we
can report. These graphics were pulled right from the um right from the um the asset essentials database. Um and so for quarter two, which was between October 1st and December 31st, um we report a total number of work orders that were
just generated and then percent complete. We do it by locations and by trades. So this first slide here shows the fir for the quarter two October two through December is 357 total work orders all broken down by the nine locations. Obviously Chumford High
School being being our largest school that always is generating the largest amount of work orders. Um and then for quarter 3 which was between January and um end of March there's there was a total of 456 um all trending similar to in previous years where the most
generated in in Chelmsford High School. um and all the way down to the central administration usually has the least given really the really the smallest building usually generates the least amount of work orders. Um and so we are tracking this I think more when we get into some of the percent complete in the
trades it's a little more interesting. I apologize on this graphic too. I was just looking at here and it came out a little blurry so I can I can resend it Jade too if you want to post it. Um this graphic here shows the now all of the work orders are we track um by
trade and so we have 22 trades that we track. Uh so each work order that is generated is a is a um is is assigned to a trade. Um, HVAC tends to be one of the more popular trades, especially in the winter. Um, where we have a lot of, you
know, cooling or heating needs. Um, and you know, especially with the freeze, the uh, frozen temperatures we had, there was many times we were in the buildings. Um, we fortunately didn't have any frozen I mean, we had actually a lot of near losses, frozen pipes, and
we even purchased some equipment to help um, like warm the pipes so that we didn't have any piper. So, we even brought in staff over the weekend. We do have cold protocol um when we bring in staff. Um so some of those work orders are are you reflected in this. So we're very busy throughout the year with HVAC
but particularly in the winter. And then you also get into um general is it could be anything from a custodian need um to a um to I guess anything moving between classrooms. So that's usually a popular trade item uh with work with uh where uh
work orders are generated. Plumbing and electrical always are also very um popular. You know, there's toilets that need repairs. Um uh various um drains overflowing. So, that happens throughout the year. Electrical needs also are um
one of the higher needs. And again, all this data is trending similar to the previous years. Now, we're just tracking it. Um it quarter two was a little lighter than quarter three just because we had we did have a break over um in quarter three it was just a lot more
needs I think just because of the some of the um frozen temperatures and the storms and now just showing by percent completion um by percent completion by location. So we do track the total work orders for each of those quarters that
are were generated and how many remained after that quarter opened and how many were closed out. So for the most part um so 357 work orders 90% complete is the average total for quarter 2. For quarter 3 the average is also 90%. Um all you
know some are close to 100% and all sometimes some are 82. I did look at the quarter 2 work orders and then just to make sure that they weren't they were completed in quarter three and most of them if they're priority they we also prioritize work orders. So there's are some work orders that are generated that
are not a priority. So that's why it might take a little longer to um to complete. Um we have also just as recently in the past six months generated some new um ticket ite or uh designations in the work order system. So if there's a pro if there's a work
order generated and then it has to go to a project, we'll assign it to a project just so it doesn't show as a a uh work order that is uh delayed and not being responded to. So we've been trying to tag some um placeholders or you know parts on order or part of a larger
project. Um so that's been something we've been noting in the asset essentials work order system. And now by trade um this tracks all the 22 all the trades where work orders were generated, how
many were opened and closed. Um it is also partially weather dependent. So you get to landscaping 0% complete because we're in the middle of the winter. Um uh we so it's it varies. Again, we look at these work orders quarter really week to
week and see what are the priorities. Um I don't know if there's any questions about the work order asset centrals. I think it's pretty straightforward. I do hope to have some um improved metrics after this year and as we'll go into the next year because we'll have some hopefully more data analytics to play with. That is something that this
program does come with. >> I just ask a question maybe this getting into weeds. Any reason at the uptick at the high school between quarter two and quarter three? If you go to the first graphic went from 115 work orders to 199 at the high school versus everybody else pretty
>> it's really because of the um we were you know there's two weeks in the or almost two weeks in the in that quarter two where schools were shut down. So I think it's people back to school the new year plus if you look at January we had so many um frozen frozen temperatures and um so I think it was partially due
to weather um >> just that school stood out versus the other ones. other ones kind of stayed level. >> Yeah, we did have a lot of um potential freeze freezing situations at the high school um and also at McCarthy was another location. Fortunately, like I
said, we responded to all those locations, but I I want to say it was probably generated more by some of the HVAC and electrical HVAC uh needs and temperature. A lot of those, you know, people say reporting a cold room or and um all those generate a work order.
>> Thank you. It was a substantial number. >> Yeah. And and looking at the data from last year, I think it was tracking similarly too. We'll look at it overall annual. I'll compare when I come back as this summer. I'll look at how many total this year versus next year. Um but it is I guess similar to last year is what
we're seeing. I think I want to say quarter three last year also was above increased from quarter two. And I just a little more exciting is um I mean obviously the work order system is very exciting but more exciting than
that is some of the projects. Um and so we had town meeting last night. I just thought it was a good timing to kind of show highlight some of these projects. Um we meet Jay uh the school department and uh DPW meet monthly and we talk even more often than that. Uh going over all
of our capital projects and so DPW does maintain a list. We have close to 90 projects. I mean, some are smaller scale, more maintenance related. Um, but in terms of the related to the school, we have 23 active projects. When I say active, like these aren't ones that we just want to do. These are ones that
we've actively we've been working on, whether they're in a design phase, schematic design phase, assessment, or construction. Um, I don't want to go over every single one, but I will highlight some of them. I mean, if you look at just the total dollar amount, $18.9 million. And so these most of
these have been funded from previous capital pre and a lot of times when when capital or free cash is allocated it takes sometimes years to get to that project. So that's why we you know we this past year was just over $6 million but it's going to take us time to get through that that capital amount. Um so
and these are the funded amounts all of I mean we aren't seeing any significant budget upsets either which is good which is great news. Um but Bayern parking lot is one that's I know that was voted last night that's actually being designed right now. So that will happen this summer. Um the center school roof
replacement. We have a lot of roof replacements that are occurring um particularly in the school system but really throughout town. So we're entering probably the next several years school roof replacements. So partial at center school. Um we have the South Road roof which is MSBA funded. So, yes, some
of these are not just capital, but they're MSBA MSBA um allocated projects or funded projects. Some are grant funded. Um just moving down the list, the cafeteria roof replacement that was voted last year, so we're designing that. The lines then as a playground,
the playground that we're replacing that says $20,000. That actually is $200,000. That is a typo. So, I guess we're just over $19 million now. Um McCarthy school multi-use court. That project is near completion. So that will open this spring. Um the MacArthur McCarthy roof
partial replacement um above the cafeteria in the gym. That's the older the oldest roof, the one that has active leaks. That along with a solar panel replacement project um that is contracted and being um completed this summer. We've already started some of
the solar panel the solar panel demoing. Um the McCarthy school floor replacement. That's something there's remaining work there happening this summer. We've talked about the Parker School, the Parkerville sidewalk installation project. I know this has been on our list for some time. We have finally gotten through the federal grant
application. It was a very robust application process even after we have the grant to go through and submit. So, it's all been submitted. Once they approve it, then we'll be able to really go out to bid. Um, so it could be this year, but not knowing that time, that turnaround time from the federal
government, it could be next year. Um, and then just moving down the list, we have a lot of work happening at the South Row School. We have the ceiling, all ceilings being replaced throughout the school, the roof replacement. We just had the panel board systems replaced last week. Um, this the kitchen
ventilation project. Um, and then moving down the lists, I have on the turf assessment. That's just an assessment we've done. We know that we have some replacements coming up. Um, and various school roof assessment. That's was voted last night. Um we have some school
emergency notification system at the cell throat and buyin would be the first priority. Um and then elevators that's number 23. So that has also already been procured. So a lot of these projects when you see when you see construction summer those are already near essentially being procured. We have the
contractors on board. They're in their submittal phase um and ready to go. These I mean we have a really tight schedule this summer to to um to complete these projects. a lot of work that will be happening in the schools um this summer. >> Incredible.
Any questions for Christine? >> I I don't have any questions. I just wanted to say I really appreciated this last um piece that was added which I hadn't I don't think it was in our preview. >> No, I I thought about it with I was look all these projects. I said I want to put
something together that just shows it because just to add a little more than just the report. I mean, we're going, but this is a lot of work that we're doing in addition >> and it's things sometimes I get asked about when I'm at PTO meetings and things like that. So, it's actually really great. Um, my only question is I'm wondering if we could be sent this
so that we could see this since it's not in our material. >> I'm going to up I forgot to update your packet. I'm going to update the packet so it's in there. So, right after the meeting, it'll be there. >> Great. Oh, perfect. Thank you. >> Yeah, because then it's in our minutes and everything which is terrific. Okay. In our package. >> Yeah. And I can include this quarterly.
like said with something we already have and we already have generated. So I can continue to include this. >> And and when you correct the uh 200,000 it's going to bring it to over $19 million which is absolutely >> significant. Yeah. Significant. >> Quite amazing.
>> Uh and I was just thinking when we have this new building there should be very few items that you're called to repair. >> We'll see >> cuz it's new construction. >> I don't know. I mean there's going to be a lot of things need maintenance. It's
important to maintain your building. So >> it'll be quite different >> and hopefully a lot of preventative maintenance is occurring. So we don't want to forget about a new building. So it's important to start those work orders right away. But but um >> yep >> it will be a new building and I guess that's and with this um the work order
system, there's a lot of preventive maintenance we can put in there. So that would be perfect to probably put some of the Parker because there'll be a lot of um training modules of putting some of that preventive maintenance information maybe into the asset center directly. >> It's coming up quickly. So we'll have to get all ready for that. Thank you so
much. >> All right. Thank you so much. Thank you. I'll send I'll just revise that and >> No, you sent it to me. I'll I'll upload it for them. We're all set. >> Well, I just have I think there's one error,000. >> Yeah, if you want to do that then I'll I'll put the clean one on the back. >> I'll send it. All right. Thank you so much. >> Appreciate it. We have a great you as
well. >> Thank you. >> Okay. And um we now move on to our spotlights on the department. >> Yay. >> And the department we have tonight is one of close to my heart which is the
humanities. I love the human sciences. So here we go. >> All right. Thank you everyone. So I'm >> and this is Stephanie Quinn. >> Yeah it I'm Stephanie Quinn. I'm the history and social science department coordinator for the district. Um, just going over some updates for you. There's not a lot of new in
history, so I'll try to keep this brief, but we do have some exciting stuff happening. Um, so we'll talk a little bit about inquiry. Again, I know I presented on inquiry last year and spent a lot of time on it. So, I'm going to shorten that a little bit just to give a review um for people in the community to
talk about how we approach history in our elementary and middle school grade levels. Uh we'll talk a lot about civics because we get to do a lot of civics in our in our curriculum. We'll talk about some programming updates. We'll talk about here's your vocab word semiquincentennial.
>> All right. So that's the America 250th celebration and then some reminders and resources that are available both to all of you and our community. So I just wanted to share again just kind of our scope and sequence for the entire um exploration of history and
social science in the chumps public schools. So you can see in elementary in K1 students are really learning how to be part of a community that that's a essential component of our instruction. So that is the focus of the uh social
science studies at that point in time. Um then as we move into grades two, three, and four, students are going to lot start learning about both the human and physical geography and they'll have an opportunity to really explore Massachusetts. They'll have an opportunity at the very beginning of the
school year to study Chelmsford, which is wonderful. So there's lots of um great historic sites in our town. So we'd really try to encourage students and families to go explore what's around us. Um, I'll talk more about some of those resources and access to those
resources later on. Then, uh, in fourth grade, they do the geography of the entire country, which is pretty exciting because there's also some history involved in that grade level, too. As we get into the middle grades, there's a lot more emphasis on history and and exploration of history.
So, students are going to be learning about US history in fifth grade. They do the ancient world in both sixth and seventh grade. And again, here we're focusing on both geography and history. so that students really have a development of understanding of how the resources that are available in the geography of region shapes human uh
human civilization. Eighth grade is all about civics. It is all I mean I I couldn't tell you which course I'd want to teach, but I really love the civics one. Um so students get a lot of exploration there. They have an opportunity to learn about how the the
town of Chsford works as well, which is different than maybe some other towns in Massachusetts as well. Well, you guys just had your town meeting last night, representative town meeting. On Saturday, I'll spend my entire day at open town meeting. >> It's going to be a lot of fun. It's like my favorite day of the year. Um, when
the students get up to high school, they're going to explore modern world history. So, primarily industrial revolution period up as far as we can possibly get. History teachers always struggle with time like any other
teacher. But really we struggle with time because it keeps progressing and we never get more of it to explore. But we do want to talk to the kids about a lot of things that have happened particularly in the 21st century already. Um students will then take two years of US history 1 and US history 2.
Then we have lots of electives. So students have a lot of opportunity to explore all kinds of topics at the high school from sophomore year up through their senior year. And we do see a significant number of high schoolers taking senior taking uh history courses their senior year as well and jumping
into our electives courses. So focusing kind of shifting back towards inquiry just so that the community has a better understanding that yes, we're going to go over dates and facts and all kinds of um topics that maybe they explored when they were
students, but we're really trying to encourage students to think critically, to ask questions, to take the information that they have in front of them. It might be a short primary source, it might be an image, it might be um some artifact and start to
construct questions and put together an idea on what happened and use their evidence that they have in front of them to make those determinations. So, these are all activities that we want kids to do and we want to them we want them to think of
history as an active and engaging opportunity to explore the past and it's not just the class where you sit there and listen to what happened. there's much more to it and there's lots of opportunity for students to really think develop these critical thinking skills that we want them to have
um in elementary school particularly in grades three and grade four do want to give you an update because we were talking a little bit about investigating history last year so that is a curriculum that is provided free by the state um it's all available online and
we've been using it in grades five six and seven for the last few years there is a pilot version in grades three and four. We have uh used similar resources and activities like our embedded in investigating history in grades three
and four in the past. Um I civics owns uh what used to be called history's mystery. So there are already some lessons built in our curriculum that encourage this investigation. Um but we haven't moved fully towards investigating history in grades three
and four for a number of reasons. one primarily is that it's still in pilot form and we're letting everybody else work out the kinks. So, that's been great. This summer, they do plan to release um the updates that are have been made over the last few years. So,
those will be released this summer, we believe. Um, and then we'll have to start putting together some opportunities to take a peek at these activities, um, and these lessons and try to work them into our curriculum map without overwhelming anyone because those
teachers at the elementary school we know are they do everything. They absolutely do everything. They're teaching a lot of different subject areas and we don't want to overwhelm anyone. So, it's a slow roll. We've already in um particularly in the third and the fourth
grade for the last unit um shared some of the lessons that might be fun to try out in classes. So teachers are may or may not opt to try those out right now. um they're welcome to do so and we're um highlighting those in our newsletters
that I do send out a newsletter at the beginning of every time that they will start a new history unit uh to give them some ideas and suggestions on topics to cover or things to highlight. And so uh the investigating history highlighting a couple lessons in those newsletters I
think can be helpful for the teachers to kind of just say oh maybe I'll just try that one for now. Um, so I I mean they are they are brilliant at what they do in terms of encouraging inquiry in their classrooms. So I don't think this would be too much of a lift for teachers to
start trying out these when they're ready to do so. So civics um so I think we're in year four or five now of our civics actions projects which I just wanted to touch
base on that. Um, I know that the civics action project, we have four uh 800 close to 900 students every year because we do these in grade 8 and 11 that are trying to reach out to every member of our community and say, "I have
questions. I have questions." It's wonderful that they're so excited to learn from everyone. But we know that that is daunting and overwhelming. I do not think the state legislature realized what they were signing up for when they passed the law in 2018 mandating the state civics project, but this is where
we are. So, we have worked with both the eighth grade and 11th grade teachers to streamline the process around community outreach for uh the eighth grade and the 11th grade civics project. So for eighth grade, we're just having them construct
their emails, and we're really working on writing formal emails so that we get kids that can really communicate with with adults and other people in their lives. Um, and then as the teachers see what the topics are that they're coming up with, they may reach out to members
of our community, members at town hall, any of you potentially, um, and business leaders in the community too. But it would be very coordinated and concentrated in the hands of the the teachers to say, "Okay, we're going to send one email out from this class." We
still have a number of sections, so you may get a few, but we are trying to streamline that process. And at the high school le level, um, again, we're going to have the kids work on constructing their communications, but what we're going to try to do is set up panel
discussions. So, we're going to invite community leaders in um during our pride blocks at the high school and then have the students sign up to attend those and then they'll have the opportunity to ask those questions. So, it can be really streamlined and concentrated and the students will have the opportunity to
engage with the community and the community will have the opportunity to to answer because they set that time aside to do so. So, I'll be reaching out with those dates soon. Um and if anybody is interested in participating, we'd love to have you. Um, so you'll see those happening at the 8th and 11th
grade, the civics project. They are really focusing on anywhere from local issues all the way up to national issues. But we do see a significant number happening in the community level, which is great because they are not just learning about how the town of Chumsburg works in terms of its governance. But
they have an opportunity to engage in an act and determine that they could probably do something or that there's someone out there that could help them, which I think a lot of people maybe don't always realize that that is the purpose of a lot of our um our
organizations. So we look for that. Um, moving up to the high school, again, we talked a little bit about this earlier in terms of the electives that are available for students at CHS. This is not a full list of our history and social science electives, but these are
the ones that are focused around uh criminal and social justice. We do have a number of these courses that are offered as dual enrollment. And so if a student was really interested and figured out that they took sophomore year introduction to criminal justice,
they absolutely loved it, they took it for dual enrollment credit, that they could take any of these other dual enrollment courses and they will actually count towards a dual enrollment or towards an associates degree in criminal and social justice at Middle Sex Community College. So, we partnered
with Middle Sex Community College to really strengthen our programming um that may take kids from the high school, recognize that they're really interested in a career path and move in that direction. It's also just as important to take these classes and say,
"Not for me." And then you haven't spent a ton of money on it when you've gone to college. So, we do encourage kids to take all kinds of courses at the high school level that fits into their schedule and really try to figure out, you know, what it is that they might be passionate about. For students who know that they're passionate about this
field, we have a lot of opportunities for them to explore a lot of coursework that's going to fit into a degree program for them if they would like to metriculate on to Middle Sex Community College. This um is some of our teams that are associated with the history and social
science department at the high school level. So you'll see in the top right corner is actually our first ever mock mock. So this is our mock trial team and they had competed throughout the school year against a number of a number of other schools. They did very well.
They're under the um guidance of a new coach this year. So Ben Cole retired last year. This year we have Katie Gilligan in the history and social science department who is our new coach. She um decided that this might be a really good opportunity for the kids to go against each other. So our
prosecution team went against our defense team. U parents typically don't get to go and see the kids perform during mock trial. So we invited all the parents to come as well. Um, we had our local attorneys that help us out a lot
come and serve as the judge for the case and our prosecution team took on our defense team. It was awesome. It was two hours. We had a lot of people popping by just to see what it was like and what it looked like. The kids were outstanding. Um, it was it was a great day. So, it
was a lot of fun to see that. And again, first annual. So, we plan to do this, I think, every year now um because it was so successful and I think the parents really enjoyed um and were very impressed with their own kids because they didn't get an opportunity to kind of see them all dressed up and standing
there and delivering their their um their speeches and oh, it was so good. Um our international relations club, and I'm just going to find my notes on this because I don't want to mess this up. We had so many kids win individual awards at um
the last model UN which was just a few weekends ago. So the weekend of April 9th through the 11th our international relations or model UN team under the guidance of Miss Do um won best delegation for Thomasford High School. So they're an outstanding group. There's
pictures of them with their awards up in the top and down below. Uh and eight individual awards were given. So they were considered best delegate um based on whatever topic they were focused on. These kids are outstanding. Um and then
finally our speech and debate crew which is still associated with the history and social science department. We do actually teach a course in speech and debate as well which I don't can't remember if I had that on our electives list before but uh they actually hosted uh the state finals a few weekends ago.
I think it was the last weekend in March they hosted the um the finals. That's a huge undertaking. Everyone in the state that competes at speech and debate level were here. Um and the kids and the um coaches both Judy Sheen and Peter Zopes took that on and carried out an
excellent competition. So, thank you to them. Um these programs are really successful not just because of the teachers that are involved, but because we know we have amazing kids here in Chelmsford, but also because community members take an active role in these programs. So, it's it's just wonderful
to see that all three of these facets are coming together to create successful programming at the high school. All right. All right. So, here we go. What's that word again? Semiquincentennial. You're going to have to memorize that. I
will quiz you at the end. Um, so what we're doing is working on a CTV special um that's going to highlight what our students are learning and doing um in Chsford to explore the events around the
um 250th anniversary. So our first kind of focus is the learning what our kids are learning. So, I'm working with a couple third grade classrooms and towards the end of May, we're going to do some videotaping of our third graders reading the Declaration of Independence.
Um, the some of them will be doing their revolutionary biography projects, too. So, we're going to highlight some of those and hopefully capture some video and images from them on their field trips. We know we have one school going to the Boston Tea Party and then another one exploring Lexington. Um, our grade
five students, you can actually see, and I tried to emit the video, but I sent you a PDF, so it didn't work. Um, so our grade five students in Miss Leonard's class over at Parker Middle School, that is all of them. They um recited the preamble to the Constitution and signed
it. Um, so it was amazing. I maybe cried a little bit. Um, so we're we're excited to share that in a few weeks. actually early June they'll have a presentation from um the local Minutemen and they'll
also be traveling to conquered for a field trip. >> I think they're doing that tomorrow. >> I think maybe some of them are like we have a lot of schools that do go to conquered even some of our third graders will go to Conquer but they'll do different programs than the ones that our fifth graders do. >> Um uh we'll highlight some of our eighth
grade civics projects in June. And then um the last and final component of this little TV show here is going to be this discussion panel that we had with five of our amazing senior students. So Lucy Franklin, Karen Kayla, Nate Wilder,
Miles Reading Cooper, and Samita Badre. Um came together um and they were uh we see Sarah Elliot on the end there. She's a sophomore. She's very interested in history. she's kind of helping. She's our common thread throughout this entire um production that we're creating. But
so she posed questions to the seniors about what it means to be a citizen um and go out and be ready. And uh I also a moment that I cried. the these kids are just outstanding and they represent
Chelmsford so well and all of the work that has been put into them and that they have done over the last, you know, 13 years that they've been a a part of our school district. So, we're very excited about this. I can't wait till it's all done. So, I just wanted to kind
of wrap up here and provide some resources for everyone to look at. So members of the school committee, members of the community in general, these are active links to the America 250th website. You can find all kinds of events that are happening in our local community and across the um across
Massachusetts in both the America 1 and the Massachusetts website. So there's lots of activities that people can be participating in from now all through the summer and into the fall. Um and I would really encourage families to take a tour of the historic sites in Chsford.
There's a lot of opportunity here in Jumpster just to explore history. Um, this is primarily kind of targeted at grade three, but everyone could do it. If you missed it out, missed it in grade three, consider doing it now. Consider doing it this summer. Um, I did provide the link to the Chster Historical
Society. They are fantastic. I got another tour of um their location over at the Biome House. I think it was maybe February. It was just awesome. had the opportunity to see so many of their Revolutionary War materials that they have on hand, artifacts that they have
on hand and everyone there is so knowledgeable about the experiences of Chford citizens in the Revolutionary War. So, I would highly encourage people to visit them, check out their website, reach out to them. And then the Garrison House as well. So, the Garrison House does provide um a free field trip to our
students every year in grade three. So, the the opportunity um to go and explore the Garrison House and learn about what it is um the history of the Garrison House and kind of see the progression of the additions to the Garrison House and consider what life was like um way back
when and how it transitioned over the centuries. And then just another reminder to our fourth grade families, get your national park pass. It's free for your kid and for your family to go and check out our national parks this summer. So, I just I
can't say enough about this program. I think it's great. I listed all the national parks that are in our area that this would apply to. So, I just love sharing that information and hope that people take advantage of it. So, thank you all so much for continuing uh to
support our programs and our students here in Chsford. That's it. >> Any questions or comments for >> I have a couple just comments mostly. Um and one question. Um, first of all, as somebody whose kid took advantage and went to a ton of national parks his
fourth grade year a few years ago, I'm already looking forward to my second kid uh hitting fourth grade in a couple years. I love the uh Every Kid Outdoors program, so definitely recommend that. Um, >> but I am curious going back to the civics project. Yep.
>> So, admittedly, I'm a couple years delayed. my through my day job, I had done a lot of work early on with a civics project with schools across the state. >> And my understanding was that schools or districts could decide whether it was individual projects or classwide or
small group or anything like that. It sounds like in Chelmsford it tends to be individual projects, but there's a move toward whole class. Is that the transition that you're describing in terms of less outreach from individuals and things? >> No, no, no. Actually, no. it it's still
pretty individual. We want kids to really express their ideas and find topics that they're passionate about and explore those topics. The communication out to the community leaders is what is being streamlined. >> Got it. >> So, we would see that maybe five or six kids in a classroom might have a similar
topic or they may have the same person that they would need to contact in the town offices. And so rather than getting five or six emails, let's do one. >> Got it. So it's still an individual project in it's still an individual project. Yep. Absolutely.
>> And that's true in both. Is there I know that it tends to happen once in 8th grade and once in high school. When in high school is the civics project? >> 11th grade. So actually most of our US history two students are studying for their final exam right now. Um I know that's a little bit early, but we do
cover the content um just prior to or just after April vacation every year. And then that gives us about six weeks to work on the civics project with the high school students. >> That's great. And I I'm excited to hear that um investigating history for grades three and four is potentially moving out
of the pilot phase. Yeah. >> I've gotten a chance to observe some classroom teachers at that in third and fourth grade that have been piloting it and I'm really excited about the potential. So I'm crossing my fingers that Chumsford, you know, likes what comes out and can take advantage of those free opportunities.
>> Thank you. Uh, so I love civics. That's why I'm on a school committee. Yeah. >> I also love history and I'm one of those people that walks around and finds all the the really unique places in town. This town has been around for a really long time. Originally like seven or eight families. I forget what it was. Even some of the park names are some of
the founding families um of of Chsford. So, what a really a lot of people talk about Conquer and Lexington, but all of these other towns did exist and their history is just as rich and we even have a school named after um Colonel Park, Lieutenant Colonel Parker. >> Um so, I I don't really have much to say
except thank you um for teaching these particular subjects. I think it's important for kids to get education uh in civics to understand the decisions people had to make. Um, it sounds really easy to do things like sign sign a Declaration of Independence from a king,
but it really wasn't that easy. And what they went through prior to actually signing those documents as a colony and as a a future country was pretty significant. And a lot of it happened right here. So, um, just keep up the good work and thank you for doing all of it. It's really fun and I'm super
excited about the what is it? the bison. >> Yep. I was gonna centennial semiquincential. >> I won't be here for the next one. That's okay. >> Anybody else? Anybody else? Okay. I I
want to tell you that I still remember the Garrison House trip. >> Mhm. >> And my third graders telling me, both of them, that they would like to go back to that era and live at that time. >> Oh, yeah. >> Of course, when we went there, it was a nice sunny day. Yeah.
>> So, I decided to bring them back on a very bad day. >> Yeah. >> And they realized there was an outhouse >> and then it all changed. >> I did get to go with one of our third grade classes this year on a rainy and very cold day. >> Oh, it's amazing, isn't it?
>> Uh but thank you. Thank you for all the things that you're doing. I also want to thank you for your participation in the wellness >> program at the high school. That was an amazing fair and it was a lot of fun and you work very hard at that. So, thank you for that. >> Thank you.
>> Um, and uh, have a great rest of this year. Thank you also for coordinating the civics's questions. I tend to get immigration which is a lot of fun >> but it's to sometimes it's the same question. So, it's really good that
you're coordinating that more and I love the question. So, it's great. >> Awesome. I love it. >> Thank you. >> Thank you all so much. >> Thank you so much. >> Have a good night. >> Have a good night. >> You too. >> Okay. >> Are you ready? >> Are you ready? I'm ready. Anticipated
last day of school. >> Oh, no. No. >> There's one more before that. >> Oh, we have one more. >> Yep. >> Oh, I skipped some. >> Yeah, we have to ask Joanna for the Joanna. >> Doing great. >> Sorry. >> Rushing it. You're doing great.
>> This is just a reminder that this Thursday April 30th from 9 to 6 here in this room is our kindergarten registration. Okay. >> Uh we encourage families to make an appointment online for 15 minutes. You
bring in your documents and you register your kindergartenner to start school um in September. That's that's the update >> and everything's online, right Joanna? So >> the packet is online and then there's
also we also have paper packets here if uh people just want to fill it out with a pencil and paper. >> No, this this part has become very streamlined and really excellent. Um are you seeing the same numbers or how are we? >> Yep. Right now it's about the same. Um
as soon as we have this last registration, uh we'll bring forward to the superintendent the numbers and then he can um make some decisions. Do we have enough kindergarten teachers and all that good stuff? >> Okay. Anybody else? Any other thoughts or questions? Great. Thank you so much.
And I'm sorry I skipped right over here. Okay. All right. Number The next one is about the last day of school. >> It's true. >> There we go. >> Linda would love to share the information with us. >> Today's the 147th day of school. There
are 33 more to go. Not that anybody's counting. Um, so everybody I'm the most popular person at this time of year because everybody wants to know what the last day of school is. And somehow they picked me to be that person. I'm like, well, let me get my little counting finger out and here we go. So, in your
packet, you'll see it's uh it's the same letter that I tend to send you with um the new dates on there. So each school district in the Commonwealth are required to have um 180 days of school for students plus at least five days built into their calendar for inclement
weather. So, the reason you'll see that this is an anticipated uh last day of school dates that you have uh on the on my memo is because April as of April 1st, if you have not used all of your five built-in days for
inclement weather and you happen to have to close your district or a school, which has happened in Charlesford twice now, you are still required to make up the days up until June 1st. So right now we've used three days for school, no
school. There are two left. If we were in a situation where a the entire district or a school needed to close down, they would still need to make up that day as far as June 1st. As soon as June 1st hits, then doesn't matter if you know there was five days that we had
to close school, you do not need to make them up. So barring any type of um inclement weather, electrical storms, I mean we've had little mini micro bursts. I mean, there's a lot of things that happen in this in this town if you if you pay attention. If that's the case and we have nothing happen, we the
students would be released on the 15th of June. That would be a half day for students, full day for staff, and then the teachers last day would be the 16th. >> I'm sure everybody is really excited to hear that the last day will be a half day on a Monday.
>> Yeah. Isn't that great? Good news. >> It is what it is. >> Thank you. >> Y >> Okay. Um, thank you so much. >> No problem. >> Thanks, Dr. Marsha. Okay, we are moving on to our next item, which is Joanna
with the 2026 budget report and thank you. So, this is our quarterly update. So, these figures are for fiscal 26 from July through the end of March. to put our 26 hat on. We were all
talking about next year already, but we're back um to this year. The budget is 75,650,000. In the packet is my cover memo, the year-to- date budget report, which shows all the DESIE uh categories, the grant
and revolving fund summary, and then the student activity accounts for the high school and both middle schools. Um not too much has changed since uh my last quarterly report. Uh the biggest change is that um in the March meeting
the committee uh approved um budget transfers from the favorable variances to um do some one-time purchases. So the favorable variances that u were pretty large in the second quarter report are
no longer reflected because we've done the budget transfers because you reallocated the funds to other projects. But I kept the narrative there to remind everyone what happened this year with labor and other areas and then noted that the committee voted to do the
transfers. Okay. So, uh, we've talked about labor. Um, I want to just kind of highlight two areas and that is, um, that has changed since the last report, which is transportation and, uh, special ed
tuitions. So, the on the second page, the transportation category is still unfavorable, but it's not as unfavorable as it was in the second quarter report. And the main reason um we were unfavorable is because of um our
specialed transportation was greater than we had budgeted and uh that's uh due to we were not sharing as many routes uh to bring our students to the out of district placements. But um Amy Reese and uh Amy Matson and people on my
team um worked to try to get some efficiencies with transportation and uh right now the variance is at about uh 295,000 for the category special ed tuition component of that is a little greater or
favorable in um like homeless and foster transportation by about 340,000. I've reflected that in our um budget projection. So uh basically favorable
areas um are going to cover uh this unfavorable area. Uh the other area on the last page is the special ed tuitions. So uh those are actually coming in slightly less than originally budgeted. You know, but the
year's not over. We could still have some moveins. um the numbers for the offsets have not changed. Um and in the end when you look at the last page, you know, this category
um is going to be favorable around 2.4 million. But I want to remind everyone the major reason this is favorable is because we prepaid tuitions at the end of last year from 1.883 883 million and then we'll likely bring forward at a May
meeting to prepay fiscal 27 tuitions um in May and June of this year. And then the last chart is um our school um choice revolving fund which pays for the 1:1 computer
initiative and uh we anticipate that balance to be uh 3.1 million at the end of this year. >> Any questions on the local budget? >> Just a question in general. I know we get reimbursed through circuit breaker
for tuitions. Is there reimbursement for transportation as well? >> Yes. Okay. >> So, um the the transportation when Amy Reese does the circuit breaker claim, she does tuitions and transportation. So, the
claim this year was um last year for this year's money was about 1.1 million in transportation and the state funded 61.36% of transportation. So, we got about $700,000
of our 3.5 million or whatever was for transportation. And then, uh, the superintendent asked me to quantify if the state increases that percentage from 61% up to the cap, which is 75%
um, in this supplemental um, budget for this fiscal year. Would our district get additional money? And yes, we would. and it could be as much as 155,000 but we put that in the circuit breaker
fund the whole total dollar amount >> and historically we've always done the offset just to the tuitions account um you could do the offset to tuitions and transportation if you wanted to that would be allowable
>> thank you >> thank you >> do we see this changing substantially into the coming year or do we think we're going to be at about the same numbers for the coming year >> for the sped transportation? >> For the transportation,
>> I mean the tuition and the transportation do flex a little bit just based on the enrollment. So, as Joanna mentioned, like right now we're looking fine. If we were to receive another student come into the district, you know, there could be costs associated. If we can put them on an existing run, you know, then there's no cost to us. if
they happen to go to a school or we can't accommodate them on a run because we're already full, we may have to add a vehicle. So, there is a little bit of um kind of play with that. But, um it is a number obviously that we watch very closely because it does have an impact on us. Um we're fortunate this year again to I think be managing the
tuitions and the transportation well. Um that's why we kind of build that little cushion or the little surplus in circuit breaker to have the flexibility within our accounts to be able to manage that. But there is always some volatility within um special edges because you don't know, you know, who could potentially be coming in.
>> Yeah. And uh I just want to say thank you to Amy. Was it you mentioned Amy and someone else had been working on >> two Amy's Amy Matson and Amy Ree. >> Yeah, that's great. Um to help us with that and that they have to spend the
time dealing with transportation costs. I'm sorry, but you know, but that really appreciate that. Okay, any other questions? Uh, do we need a motion on this? >> Not yet. We're only about a third of the way through. We still have a couple more to do, but then in the end, we'll just
take >> You want to do a motion at the end? Okay. >> The next report is the grant and revolving fund summary. >> Uh, so the top is the um entitlement grants. Uh the middle part is kind of the private grants and then the second
page are the revolving funds. Um so all the grants um are spending within their budget. They're on a good clip to spend which tells me that they're um the leaders are implementing their plans.
We just finished up um most of the multi-year um 2025 grants and we're working on the uh 2026 grants and those don't end until September of 2027.
Um the last page again is the revolving funds such as school nutrition, athletics, uh transportation, turf fields and uh none of those are in uh deficit and uh should have reasonable balances at the
end of this fiscal year. Any questions on the grant and revolving funds? >> I know Christine Clancy mentioned they did a a study of assessment of the turf fields >> currently. Where do we look like we're going to have to start? >> Well, we know we're going to have to start soon. Yeah. We had a a company
come in and actually do a full-blown assessment of both um drift fields, the high school and McCarthy. And we also did the track at McCarthy as well because it's likely if you're going to go across the track to put the um the field in, you're going to damage the track and possibly have to do that. So, u that was completed. That would be um a
good like appendicy to the RFP to actually have a firm come on board to do the design work with us. That's going to be the next thing that um Christine's working on is putting an RFP out to have a firm come and actually um put a spec together for new fields realistically within a year or two um of needing the
fields. Yeah. So um they I believe were fully on in 201213 um and you know typically you're looking at about a 10-year life. We were fortunate during COVID where we actually didn't have a lot of play on them uh for a couple of seasons. Though we didn't get revenue from turf rentals because no
one was out playing, but that actually extended their life a little bit. But um really over the next year or two uh we're going to need to uh invest in um just putting down the new top layer. We're not going to obviously the infrastructure is there, the drainage system is there or whatnot, but you have to put they call it a carpet. You have
to take the old carpet off, you put the new carpet on, but u within the next two years I'd say. >> And what would be the funding mechanism? I know there's some money in the turf account here, but >> the this isn't going to fund it. So, yeah, this has been great to kind of do the maintenance of it. Um, this funded like a piece of the study to have that
be done. Um, you're probably looking in the vicinity of at least a million and a half to $2 million. Um, we would have to work with the town either through capital or through like a special um um allocation uh for that, but um we wouldn't be able to pay for it just
through the revolving fund. >> Thank you. So, so essentially they're not paying for themselves. >> No. And I I think um they're paying for the maintenance. You know, we paid for the bond. I mean, we did pay them off. That'll be another discussion, you know, going forward. Do we go out and bond and
then have some of the revenue come in and uh pay it off. We And that's what we did over the 10-year bond period. We were able to make the annual payments. We're just not going to be having a million and a half dollars in the account all at once. Go ahead and pay for it. Um but that's that's going to be part of the financial analysis. I think
if we have the design uh done between now and like next fall as we get into the uh the winter of 27 uh we might be able to identify again some onetime money on our end, some onetime money at the town end if they're doing a close um depending on the the prices. Well, we
may have to think about phasing. You know, sometimes there is an economy of doing two at the same time, but we may end up having to phase it and do one one summer and one another summer. Um but we'll have a much better idea I would say by um by holiday break next year. >> Any other questions on grant revolving
funds? I >> I am going to ask this question. I I always forget how does this um cafe school nutrition because it has over $3.7 million in it. How does that work?
Um so we have we started the year at uh 3.9 million. >> Um so this is the breakfast and lunch program. So this is um monies we receive through the um state and federal um
mechanisms for student participation in breakfast and lunch. >> Okay. >> Um so we in um and the balance carries over year to year. >> Okay. Okay. >> And then you use that balance to buy equipment, things like that. Um, so
we've brought in 1.899 million of revenue through March. So that's again uh when the children eat breakfast and lunch uh Nancy Antilini does the claim once a month and says um
I get um so many dollars for breakfast and so many dollars for lunch based on student participation and then the money comes in um and that's the revenue. Very little revenue is coming from the families. That's just like allocart
stuff. if somebody wants an extra piece of pizza or whatever you guys like to have. In addition, the expenditures, the 2 uh 2,79,000, that's the labor and the food and uh
everything to, you know, the pizzas, um the maintenance on the stoves or whatever. And then the encumbrances, those are the open POS. So she hasn't bought everything for the rest of the year, but when she writes her PO, she
does a PO for the year for milk or for the year for pizza. And so uh right now the balance is uh 3.377 million as the end of March. Um I wrote
in the 386,000 because that was um revenue coming in uh for March. uh participation that didn't come in the door by March 31st, but it's
kind of related to these numbers. It came in a little bit in April to just show the picture. And then uh when you add that in, our balance would be 3.7 million. >> Did that answer your question? >> Yes. But so that money is actually
available to us for this. >> It's available for the school nutrition program. >> Period. >> It's a revolving fund. So it has how you receive the money and what you receive it for you have to spend it for that. So it has to be spent in nutrition. We couldn't take that money and go buy a turf field.
>> So if something happens and lunch is not funded >> we have this money in the account. >> Um correct. Technically it's in the account. >> We want it funded. >> Right. But this if it ever weren't funded, you know, the state's indicating
their their goal is to continue to have it be free. If they ever didn't though, um they would kick in and tell you that you have to have certain minimums that you charge for free and reduced um um I don't think they would allow you to use this as a complete subsidy.
>> No, you can't. Actually, you um the federal um monies cannot subsidize um like students who would normally pay. >> I see. Okay.
>> So, that's why you haven't had to vote it for a while, but that's why you still had to vote on prices. >> You know, that I don't have them exactly in front of me, but whatever. $2.85 for breakfast and, >> you know, $3.25 25 cents for lunch or
whatever it is. Um that's a formula to make sure that um you know the free and reduced are not subsidizing paid. >> Now the state they're not subsidizing. That's that was a separate vote to say
there's no cost to families for breakfast or lunch. They're not touching really the federal money. >> Got it. >> So >> thank you. >> Quick question. So the state it's any student who wants breakfast and lunch just gets it. But to get the federal
money do families still have to apply for free and reduced lunch and that's what gets reported to the federal so that they will then reimburse Yes. >> for families who apply. >> Yes. And there's Exactly. So that that application whether you do the form or
you go on to the state's website and apply for like four other um items >> uh that gets um identified with the student uh nobody can see it except like um Nancy and then when she does the
claim you know okay I serve this many meals um the federal indicator or the state, you know, is on there. So that's how the federal money comes in. So the more people who apply, the more federal money
comes in and then therefore the less the state needs to contribute uh to make it whole. >> But since families no longer rely on knowing they have to apply for it, do you think people are underapplying?
>> I think they could be. There's lots of reasons families uh don't want to apply. Um there's pride. There's um just the administrative burden. There's life is busy, you know, and we do what we can to
remind families of the benefits to apply not just for breakfast and lunch, but for other discounts in our district, other discounts in the state. And that's really, you know, all we can do, but ultimately it's up to the family. Those other discounts might encourage people
who they don't need it for food because they know the state care of it, but those other discounts might be the incentive for them then to apply so that we can also get the federal money. >> Yeah. >> Yeah, that's good. >> Thank you. Any other questions? Thank you very much, gentlemen. Appreciate
that. >> Yep. And then just the last item is balances for the student activity accounts. Uh the high school is um 226 um,000 for all the clubs, sports um and
you know extracurricular clubs and sports and then McCarthy is about 42,000 and Parker is about 64,000 and then you can see all the uh different clubs >> there and that's all. >> Just a question on the high school
classes 23 24 they're zero at all which makes sense. How could we carry them on the report? Is there a particular reason why there's still >> uh I my Let me pull it up. We've cleared it out. It might have just been a timing issue. >> Okay. >> Because this is the February report because it's just the timing of the bank
statements and I don't like to present until this principal has actually signed off on the reconciliation. Um but uh Principal Murray and the class of or whatever they were all um signed off on all that and those have been um
>> I didn't know if you had to carry them for a couple number of years. >> No, you're not supposed to actually. You're supposed to have made your decision on what you're going to do with the funds. Um I think you have a year. >> Yep. >> Okay. Any other questions? All right.
So, thank you very much, Sher. Could I have a motion? uh to accept the third quarter financial report. >> So I make a motion that we accept the fiscal year 2026 budget report which is the third quarter financials July to March 2026 as presented.
>> January to March, right? >> Says July. >> It's July. It's the year to date. Oh, year to date. Got it. I understand. >> Third quarter fiscal year. >> Got a little confused. Yeah. Okay. >> Did I have a second? >> John second. >> Thank you, John. Uh okay. Okay, I need a
roll call. Susan, >> I >> um Diana >> I, >> John, >> hi. >> Uh Dennis, >> hi. >> And me is I. So, we're anonymous on this. Wonderful. Um unanimous. Excuse me. Not anonymous.
>> Sorry. English has a second language is coming out here. All right. Uh the um our school committee agenda >> uh yep the >> meeting schedule first, right? >> Yep. So um >> we had the draft meeting schedule we
presented at the last meeting and I went and I just made the two um changes. So the July 28th date and then um I figured who brought up the fact that the September date had to be changed. So we switched to 8:22. It actually balances the meetings very well. Um, so I just
put this in the packet for uh kind of final approval. >> Okay. >> And then once you approve, we'll get it up on the website. We'll notify Teledia and uh we'll have a um schedule for next year. >> We already voted on this. >> You you did, but I the dates hadn't been
changed. So this is just reflects the dates that we talked about. >> All right. So could I have a Does anybody have any questions or concerns? >> No. >> They want to bring up >> Okay, good. Susan, >> we'll get that September 1st election. your election. >> I don't I don't know what November
>> we did, right? >> Wednesday, election day in November. >> All right. >> Fixed it. >> So, Susan, can we have a motion? >> Yeah. >> Um, I make a motion that we um approve the 2026 27 school committee meeting
schedule that's been presented tonight. >> Second. >> Okay. >> I'm on fire tonight. >> All in favor? >> I. Wonderful. >> All right. Now it's time to do the liaison, I believe. >> Yeah, I'm I'm good. Okay, check me on
this. >> You're good. >> All right. And um did did everybody get a chance to go through it? Some folks, a couple of you did reach out um seem to be in favor of kind of keeping it the same way. And one com a couple of
comments. The first one is that on the strategic plan, it is not listed on here, but on the strategic plan is because there are three of us assigned to this. And what we usually do is contact each other and say, "Okay, I'm going to attend or I'm not going to
attend." So that there's never more than two uh at in any particular meeting. And that works pretty well. It is Diana, Susan, and myself. Did anybody have their heart set on going on to the strategic plan? Okay. So, we're gonna
stay this way and get it into the new one. And then the other thing was, and I um did discuss a little bit uh on this was adding another policy subp policy committee for AI.
In the end, the thought was keep it under the policy committee. Uh it's Dennis and I on that committee. We are going to have to meet go over all the policies. summertime is usually a good time when we do do it. And there are two
policies right now that uh we've been talking about over the years and one is AI. The other one is all about the cell phone use and digital type of use um which we believe we may have some legislation on this finalized pretty
soon. So that's all going to we kept it under the policy committee. The other thing we talked about um was how to generate um that AI policy because we really are not going to sit here and
draft a policy. It but we have a somebody who is a consultant who's been working with us and in addition there is a committee already set up that's headed by Bill and his his group there that already deals with technology. So maybe
going through that committee and the consultant coming up with a draft that goes through the policy committee and then here to for us for discussion is that agreeable to everyone on the process for that
>> as long as we have the opportunity to offer feedback particularly if there y >> you know are things that maybe we would advocate for including that weren't initially on there but yes I think that's a process that >> you'd be comfortable with it. Okay. So that's
>> any other thoughts, comments? >> All right. So a motion on this as well. >> I make a motion that we accept the 2026 27 school committee le liaison assignment roles as presented.
>> Second. >> All in favor? >> Wonderful. All right. And we are now on to appointing Dr. Lang to do some more work. >> Yeah. >> Right. >> Yes. >> Keep doing more work.
>> This is the uh the annual vote. Uh each year the school committee needs to vote to appoint the member to serve on our collaborative which is Valley Collaborative. Um and I have done that u and enjoy being in that role um since I've been here as superintendent. So I would respectfully request that you
reappoint me to serve another year on the valley board. Okay. >> Okay. Could I have a motion for that, Susan? >> I make a motion that we um accept the appointment of Dr. Jay Lang to the um Valley Collaborative
Board of Directors. >> Second, >> John. >> I second. >> All right. >> I got to be louder. I got >> All in favor? >> I >> Sorry, John. My hearing aids, you know. >> All right. So, um Dr. Lang is now appointed. We go on to the personnel
report. And >> yep, you have a very brief personnel report this evening. Uh this is just the report detailing the employee transactions for the month of March. Uh didn't have any hiring activity. We had a few resignations and um an assignment
change through the transfer process. Um so you'll start to see over the next couple of months the hiring reports being more robust because we're in the middle of hiring season at this point. But this was just the month of March's transactions. >> How's hiring going so far? pretty good. Pretty good. We're actually we're ahead
much further ahead of the game than we were last year even. Um we're down to I think just a couple of positions. We have offers out and we're just trying to uh sign people on. But um doing very well so far. >> Um probably toward the second meeting in May, I can probably because we'll do the update on the kindergarten registration.
We'll have those numbers and I can give you an update on the hiring at that point. All the positions we filled with who and then um if there's anything remaining open. Mhm. Any other questions on personnel? We usually don't do a motion on personnel, I believe. Okay.
>> You don't have to. It's just just con conveying information. >> Uh we're on to field trips and uh there's actually one, >> correct? There's just one field trip. This is the eighth grade uh kind of end of the year class trip for the McCarthy Middle School students. Um same as last
year, just looking to do a one-day trip, not overnight, but just for the day, up to Lichfield, New Hampshire, uh Mills Funway. So would um request approval of that trip. >> Okay. I make a motion that we approve the McCarthy Middle School 8th grade
class trip to Mel's Funway in Lichfield, New Hampshire scheduled for June 10th, 2026. >> Second. Love that. >> Yes. >> Love field trips. >> Thank you. All in favor? >> I. Yay. I didn't >> I'd be just excited if they were your field trips, too.
>> Oh, yeah. Mel's fun. Mel's fun way. It's a famous time for liaison reports. Does anyone have any? >> Did mine. >> You did yours and very well at the beginning. >> Not this time. >> I actually don't have any this time. >> No. Okay. >> You We don't. So, uh, now I I don't know
what you usually do, but I usually reach out to everybody again and say, "I'm appointed again and here I go." So, it's time to do that all over again. Right. Um I have had several comments from people that they truly appreciate um how we have been very active in going
to meetings. So that's great and uh and and I think it really does make a difference to people. So thank you for doing it. Um okay, do we have any new items that we want to raise?
>> Thanks. Yeah. Um I would love if in a not too distant future meeting um we could spend a little time looking into especially as we are on the brink of piloting a new literacy curriculum for example.
um to look a little bit into the data on what is kind of happening in terms of student outcomes around the current literacy um curriculum that we're using and and really the outcomes for students. We have gotten a lot of questions and concerns from parents and
community members in recent weeks and I think it would be a good time in any case um since the district is on the brink of purchasing new curriculum for the committee just to take a look at where we are in terms of COVID recovery on the literacy side as well as um you
know what the statistics are in terms of students who are struggling with the current system um and are receiving extra services of support um just because I think it would be really helpful for us to have a deeper
understanding of what is happening um so that we can you know knowledgeably respond to those concerns when they arise. >> Um now Dr. We have a report coming up pretty soon. Usually towards the end of the year, you do one.
>> Usually it's the that meeting in the summertime because we have to get all our data and we ask for our I Ready data, but that's all we would have is I Ready. We wouldn't have any state testing data. >> I I mean I think I'm less concerned with state testing data or even I Ready than
I am with maybe some information on, you know, what percentage of our students are getting special supports and services. um and any information about um you know what the the feedback is from staff in terms of what students
needs are being met and things like that. I'm not proposing a huge survey, but I I do think just getting a little bit more of an orientation to um where things stand around literacy in the district. We tend to talk in the strategic planning committee quite a bit
about math, less about literacy. And I think it would be just helpful to get that um understanding particularly to have a kind of a a basis for comparison before the district does undertake a new approach to early literacy. >> I'm wondering if maybe just I'm thinking
if this is kind of what you're asking for maybe hearing a little bit more about what the protocol is to identify who those struggling students are and then other than I know we have um elementary um reading intervention. I'm curious. What do we have for middle
school? I don't know. >> Yeah. >> Okay. So, >> then I mean, does that clarify what you're hearing about this tonight? I don't have an answer for you. >> No, I'm not expecting an answer tonight. It's more that I'm I'm requesting that this be something we discuss in in an upcoming meeting.
>> Okay. Um, we have had, aside from people who have specifically come and spoken with questions and concerns about this at our official meetings, I know many of us have been receiving emails about this. We heard things at town meeting last night and I think it would be helpful for us just to get a better
understanding of of the you know what the district has for data on this so that we can um better understand the current situation. >> And I'm not even so much looking for data. It's simply a reassurance to let the the public who I get the feeling some people believe
that we don't provide interventions um and just a little more understanding of of what we do >> not even data around it so much is just a description of what we have available >> interventions and how that works >> and tracking a student throughout the
process is a good idea just so we know what's going on. So, we'll consider this as a potential item. Talk a little more about what we can um do. >> Well, just for clarity sake, I mean, we have the I Ready results, which are going to be here at the end of the year, but it doesn't sound like you want the I Ready results.
>> It's not that I don't want the I Ready results. It's more that I think in addition to the I Ready results, some of what um what we were just talking about would be also helpful context. >> What kinds of supports are available to students who are struggling with literacy? What percentage of our
students are struggling with literacy? Is this a shift from past years? Are there specific concerns that have arisen? And then on the plus side, what are some opportunities that we are exploring? What are some of the new curricula that are being considered as
far as pilots and things like that since that we knew is in the the works, but we haven't received an update in a while. So, I think having that fuller context would be helpful. >> Okay. Maybe again we'll have I already just because we do it anyway. We'll have MCCAST later. We'll do it anyway. Sure.
>> Maybe just the um like the number of students who are receiving say like reading interventions or um special ed services like just the the quantity and >> and even what those interventions are >> because I think a lot of people don't realize
what we do have >> exactly. It's it's it's honestly as much as anything else just for a greater kind of public understanding of of when students are struggling with reading what opportunities there are for support. >> We have some incredible um re teachers
who intervene and do provide assistance in the elementaryaries to students who are struggling with uh reading. And I remember this a couple of the reading specialists are absolutely amazing. The school I had access to was C center, but
I'm sure it exists in other schools as well. And we need to kind of hear what that processes, how it works when a student goes there, when a student isn't assigned to that reading specialist and so on and why, and then when they moved
into special ed, and why and how, you know, so that kind of is what we're missing, I think, in the whole picture of things. Um because we do provide services. >> Okay. All right. Linda and I will chat and uh figure out something. >> Thank you.
>> Okay. Um anything else? All right. So that leaves the famous motion to adjurnn. >> Are there any public comments? >> No. >> Oh, we have none, right? >> No. Okay. >> Sorry, I forgot that. >> That's okay. >> Motion to adjourn. >> Second.
>> Okay. All in favor? Hi. >> Hi, >> Linda. Can I grab you after?